Jim Burke's "Teaching English Language Arts in a 'Flat' World"* Building on the work of Tom Friedman and Daniel Pink, Burke argues that we teachers must structure our classes to help our students become highly skilled in these roles:
Collaborators and orchestrators
Synthesizers
Explainers
Leveragers
Adapters
Green people
Personalizers
Localizers
Burke pulls his examples of how to accomplish this from the subject that he teaches, English Language Arts. In order to accomplish these goals, what specific strategies and assignments could you implement in the courses you will teach in your field?
Jamie Lloyd partially lives in Barcelona and Accra ( and anywhere else that strikes her fancy ) as she goes about her daily life as a tax accountant. She also runs her own nonprofit that instills the magic of photography into high school students from San Francisco to India to Ghana. When she's not taking care of business you can find her dancing Capoeira in a funky fresh warehouse in Berkeley.
*from Kylene Beers, et al, eds. Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann, pp. 149-165.
Building on the work of Tom Friedman and Daniel Pink, Burke argues that we teachers must structure our classes to help our students become highly skilled in these roles:
Burke pulls his examples of how to accomplish this from the subject that he teaches, English Language Arts. In order to accomplish these goals, what specific strategies and assignments could you implement in the courses you will teach in your field?
Jamie Lloyd partially lives in Barcelona and Accra ( and anywhere else that strikes her fancy ) as she goes about her daily life as a tax accountant. She also runs her own nonprofit that instills the magic of photography into high school students from San Francisco to India to Ghana. When she's not taking care of business you can find her dancing Capoeira in a funky fresh warehouse in Berkeley.
*from Kylene Beers, et al, eds. Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann, pp. 149-165.